QUESTIONS ON SOCIAL EXPLANATION: PIAGETIAN THEMES RECONSIDERED -- Editorial page -- Title page -- Copyright page -- Table of contents -- Acknowledgements -- INTRODUCTION -- CHAPTER 1. LANGUAGE AND COGNITIVE DEVELOPMENT -- 1.1. PIAGET'S THEORY AND CHILD LANGUAGE RESEARCH: A REASSESSMENT -- 1.1.0 Introduction -- 1.1.1. Cognitive prerequisites for language -- 1.1.2. Social bases of language developme -- 1.1.3. From early interaction patterns to language acquisition: which continuity? -- 1.1.4. Conclusions -- 1.2. ON SPECULARITY AS A CONSTITUTIVE PROCESS IN DIALOGUE AND LANGUAGE ACQUISITION -- 1.3 LANGUAGE AND COGNITIVE DEVELOPMENT IN PIAGET'SVIEW -- CHAPTER 2. COGNITIVE DEVELOPMENT AND SOCIAL INTERACTION -- 2.1 PIAGET AND THE SOCIAL DEVELOPMENT OF INTELLIGENCE -- 2.0 Introduction -- 2.1 Piaget on social interaction in cognitive developm -- 2.2. Origins of a misunderstandin -- 2.3 Recent empirical studies on social interaction in cognitive developme -- 2.4 Grand theory and causal analysis -- 2.5 Development and spiraling causality -- 2.6 Conclusion -- 2.2 EGOCENTRIC ILLUSION OR CAPACITY TO DECENTER? -- 2.2.1 Theoretical status of cognitive errors -- 2.2.2 Self-awareness and role-taking -- 2.2.3 Role-taking through socio-cognitive conflict: Experimental evidence -- 2.2.4 Overcoming the conflict -- 2.2.5 Conclusions -- CHAPTER 3. COGNITIVE DEVELOPMENT AND AFFECTIVITY -- 3.1 PSYCHOLOGICAL INVESTIGATION AND INTERVENTION -- 3.1.0 Introduction -- 3.1.1 The position of the problems -- 3.1.2 From epistemology to psychology -- 3.1.2.1 Intramental mechanisms and intrapsychic mechanisms -- 3.1.2.2 The psychological meaning of mental acquisitions -- A. The problem of the invariants -- B. The problem of substitute constructions -- C. The problem of image and imagery space -- 3.1.3 The creation of novelty: Clinical research and clinical applications.

3.1.4 Perspectives of recent research -- 3.1.5 Procedure criteria -- 3.1.6 Perspectives of recent applications -- 3.1.7 Methodological conditions -- 3.1.8 Structure, conditions and functioning of the intervention -- 3.1.9 Conclusions -- FOOTNOTE -- 3.2 THE PIAGETIAN CONTRIBUTION TO AN EXTENSION AND REFORMULATION OF THE PSYCHOANALYTIC THEORY OF THOUGHT -- 3.2.1 Piaget's basic assumptions with respect to the Freudian system. -- 3.2.2 The Freudian model of psychic functioning -- 3.2.3 Research and perspectives -- FOOTNOTES -- CHAPTER 4. PIAGETIAN THEORY AND EDUCATIONAL ISSUES -- 4.1 PIAGET'S EQUILIBRATION: A THEORY FOR A SCHOOL FOR THINKING -- 4.1.0 Knowledge as thinking -- 4.1.1 Equilibration, the life of intelligence -- 4.1.2 A school for thinking -- 4.1.3 The uniqueness of Piaget's theory -- 4.2 GENETIC EPISTEMOLOGY AND THE CURRICULUM -- 4.2.1 A frame for the study of the curriculum -- 4.2.2 The acquisition of knowledge -- 4.2.3 Piaget's system of science -- 4.2.4 Neo-Piagetian perspectives -- 4.2.5 Knowledge and the curriculum -- REFERENCES.